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M iand brainbassedintelligence
M iand brainbassedintelligence
M iand brainbassedintelligence
M iand brainbassedintelligence
M iand brainbassedintelligence
M iand brainbassedintelligence
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M iand brainbassedintelligence


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  • 1. Reflection 1Running head: REFLECTION ON HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES AND BRAINBASED LEARNING Reflection on Howard Gardner’s Theory of Multiple Intelligences and Brain Based Learning Bree Hohnbaum Instructor: Mat Erpelding PHYE 210: Physical Education for Elementary Teachers Monday, Wednesday, 4:00pm-5:15pm, Spring 2012
  • 2. Reflection 2 Reflection on Howard Gardner’s Theory of Multiple Intelligences and Brain Based Learning After reading the documents provided on multiple intelligences and brain based learning, themovement toward the universal design came to mind. The universal design, for those who do not know,can be described as using as many resources possible to accommodate everyone in the classroom.These people may have a disability or they may not. Everyone learns differently and the universaldesign is a program for teachers to follow that will incorporate every student, no matter their talents orweaknesses in the most valuable way. Howard Gardner’s Theory of Multiple Intelligences and BrainBased Learning both touch on this topic. There is more than one way to learn any topic or subject.Future educators need to be sensitive to every child, find his or her weaknesses, and incorporate alllearning styles and movement into everyday classroom activities while promoting fitness. According to the “Multiple Intelligence Theory” article, there are seven intelligences. Theseinclude: logical-mathematical, linguistic, spatial, musical, bodily-kinesthetic, interpersonal, andintrapersonal (“Multiple Intelligence Theory”, 2003). Natural intelligence is another that was recentlyadded. There is yet another intelligence that is being worked on and this is the existential intelligence(Berns, 2010). There will be more as time goes on, but up to date these are the ones that are on record.The seven first listed are the main ones. These are all intelligences that every child possesses. Eachchild has their own learning style they work best with and sometimes they may have more than one. Iffuture educators lean toward a curriculum that can include each learning style or intelligence it will helpstudents succeed. Not all intelligences need to be included in every lesson plan, but if educators try andincorporate more than one, it can help students succeed. For example, when teaching a lesson onslope, an educator might include a song about slope to help memorize it for the musical learner whiledoing sign language for the y, m, x, b, equals and plus signs for the kinesthetic learner. This will alsoinclude the mathematical learner for it will be in their area of expertise.
  • 3. Reflection 3 Many of the mathematical learners will succeed in school for this is what standardized tests arebased on and the way educators are supposed to teach is in the mathematical sequencing (Nolen, 2003).This does not mean that because this student may seem like the “model student”, educators shouldtreat them differently. This is contradicting the theory altogether. The theory is stating that educatorsneed to be aware of each child’s individuality and try to bring all of the learning styles togetherthroughout the course of the year to help students succeed. Gardner’s theory is a great way to helpeducators plan lessons and to think outside the box. Educators that are cautious of including everylearning style will have students that will succeed and like education more, for they will betterunderstand it. When students are active in their learning, they become more involved and thus they will learnthings in a way that it is meaningful, rather than just memorizing facts, which educators are frequentlyasked to have their students do to conform to standardized tests (Caine, 1990). When students justmemorize things they are not truly learning. This is what education is trying to move away from when itcomes to Brain-Based Learning. Brain-Based Learning gets students involved in what they are learning,rather than just sitting at a desk and reading about certain topics, which is the traditional way ofeducation. If educators can get their students excited about learning or get their emotional level up,this will create excitement about a topic and students will develop a “love of learning” (Kennedy, n.d.).For example, when teaching a lesson on biology about how plants grow and the different kinds that canbe found in Idaho, the educator might want to take the students out on a field trip to document thedifferent types of plants they can find and then learn about the anatomy of them. The students couldeven dissect some of the plants they have found. This will get students active because they will be outand physically learning about the plants, while at the same time they are getting a great biology lesson.It will also raise the excitement level of the students for it will be a change of scenery and students areusually excited to get out of school.
  • 4. Reflection 4 Gardner’s Theory of Multiple Intelligences and Brain-Based Learning can go hand in hand witheach other. If educators can put the two together, this will lean toward the universal design that wasmentioned on the beginning paragraph. It is proven that being active and incorporating movement byusing a hands-on approach benefits students in a way that can be tested. “…studies have indicated anincrease in academic performance for children who score the highest on fitness tests…” (Kovar, 2012pg.90). Physically moving, which incorporates the kinesthetic Learner, also helps students learn betterand learn at a more meaningful rate. When designing lesson plans, the educator should try to make thelesson relatable to students, use the hands-on approach to learning, while incorporating movement allat the same time. This seems like a lot to do at once, but when education can move in this direction,students will want to learn and will be excited about learning. Information will get stored in theirmemory as something that has been learned rather than just memorized. There is another thing that educators should be cautious of today and this is doing the mostinclusion possible of those with disabilities. This is the last thing that can be tied into the movementtoward the universal design. Educators must make every student feel as though they have a purpose tobe in school. They must make sure that they are not singling out one child or leaving behind another.Educators should do some research on a student with a disability before the year starts so they canbetter assist them in getting the best education possible. Giving a student with a disability the wrong“fingerprint” will make the student not like teachers or not like school and education altogether. This isnot what educators are promoting. Educators are promoting that every student has an ability to learnand that every student has a right to learn, no matter what disability they have or how different theyare. Educators should promote uniqueness and encourage students to be their own person (Kovar,2012 pg.136-137).
  • 5. Reflection 5 There is a way to incorporate all of the things listed in the previous paragraphs. Educators whoare striving toward universal design will try and attempt this when designing lesson plans. There is away to incorporate all students and all learning styles while moving and getting involved in what theyare learning. For example, when teaching a lesson on the above mentioned about slope, the studentscan sing the song while standing for the first time around. Then the students can get up and sing thesong while they do the sign language they have learned with the y, m, x, b, equals sign, and plus sign.This will incorporate the student with a hearing impairment, a student with vision impairments, thekinesthetic learner, the musical learner, the mathematical learner, and while moving as well. The nextstep of this activity could be to go to the top of a hill (being aware of those with wheelchairs andmodifying when appropriate) and find the slope of the hill or of the shadow cast from a tree. This willinclude those students who learn naturalistically and this will include the Brain-Based Learning theorybecause the students will be active in what they are doing. If students pair up while trying to find theslope this will include the intrapersonal learner and can help those who have disabilities. There are so many different lessons and ideas that can include Gardner’s Theory of MultipleIntelligences, Brain-Based Learning, movement, and those with disabilities. This is what the universaldesign is all about. Including every student in lessons throughout the school year will help the studentsachieve and it will make them want to achieve more. Once students are excited about learning theneducators will know they have done their job, and a good job at that. Education has so manycomplexities to it that educators need to break it down sometimes and see what the students reallyneed to know and how they can better work towards their goals of having every student succeed whilepromoting diversity. The universal design is made to incorporate every student in every possible way.When adding movement to this and promoting fitness, students will be right where educators wantthem to be. They will be right where the standards have told them they should be, and parents will bemore than delighted with the educator. Every child can learn, and every child should learn.
  • 6. Reflection 6 ReferencesBerns, Roberta M. (2010). Child, Family, School, Community: Socialization and Support. (8th Ed.). Belmont, CA: Wadsworth, Cengage Learning. Print.Caine, R., & Caine, G. (1990).Understanding a brain-based approach to learning and teaching. Educational Leadership. Retrieved from s/blackboard/execute/content/file?cmd=view&content_id=_724267_1&course_id=_10589_1&f ramesetWrapped=trueKennedy, E. (n.d.). Brain compatible learning. Retrieved from s/blackboard/execute/content/file?cmd=view&content_id=_724267_1&course_id=_10589_1&f ramesetWrapped=trueKovar, S., Combs, C., Campbell, K., Napper-Owen, G., & Worrell, V. (2012). Elementary classroom teachers as movement educators. (4th ed.). New York, NY: McGraw-Hill Humanities/Social Sciences/Languages.Multiple intelligence theory. (2003). SPARKed, SPARK in Education, 1-4. Retrieved from s/blackboard/execute/content/file?cmd=view&content_id=_724267_1&course_id=_10589_1&f ramesetWrapped=trueNolen, J. (2003). Multiple intelligences in the classroom.Education, 124(1), 115-119.